Acceso usuarios
Elvia Garduño Teliz, Alberto Ramírez Martinell, José Ricardo González Martínez
En un mundo interconectado, la ciudadanía digital es uno de los aspectos clave en la formación de las personas. En la política educativa mexicana, esta formación se ha orientado a la Educación Media Superior, bajo el discurso del uso responsable de herramientas digitales en entornos académicos, lo que limita su complejidad y trascendencia. El trabajo tiene por objetivo analizar la relación entre documentos de política educativa nacional asociados con la ciudadanía digital para proponer un perfil humanista. Desde un análisis cualitativo de tendencias de palabras encontradas en la política educativa nacional, los resultados muestran por un lado, un reconocimiento de la ciudadanía asociada a la cultura digital y por otro, ausencias relacionadas con las dimensiones de la persona que ejerce dicho rol. Se propone un perfil de ciudadanía digital en dimensiones del: ser en línea, bienestar en línea, estar y convivir en línea y resiliencia en línea que puede ser un punto de partida para posicionar a la persona desde la diversidad de nuestros contextos latinoamericanos.
In an interconnected world, digital citizenship is a key aspect of personal development. In Mexican educational policy, this development has been focused on upper secondary education, under the discourse of the responsible use of digital tools in academic settings, which limits its complexity and significance. This work aims to analyze the relationship between national educational policy documents associated with digital citizenship in order to propose a humanistic profile. Through a qualitative analysis of wording trends found in national educational policy, the results show, on the one hand, a recognition of citizenship associated with digital culture and, on the other, gaps related to the dimensions of the individual who exercises this role. A digital citizenship profile is proposed, encompassing the dimensions of: being online, online well-being, being and coexisting online, and online resilience. This profile can serve as a starting point for positioning the individual within the diversity of our Latin American contexts
In an interconnected world, digital citizenship is a key aspect of personal development. In Mexican educational policy, this development has been focused on upper secondary education, under the discourse of the responsible use of digital tools in academic settings, which limits its complexity and significance. This work aims to analyze the relationship between national educational policy documents associated with digital citizenship in order to propose a humanistic profile. Through a qualitative analysis of wording trends found in national educational policy, the results show, on the one hand, a recognition of citizenship associated with digital culture and, on the other, gaps related to the dimensions of the individual who exercises this role. A digital citizenship profile is proposed, encompassing the dimensions of: being online, online well-being, being and coexisting online, and online resilience. This profile can serve as a starting point for positioning the individual within the diversity of our Latin American contexts.
